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Later-life language learners' vicarious participation in recorded online tutorials
No full textThis chapter brings together research into later-life language learners and research into learning through vicarious participation, with a focus on learning in blended environments. This is relevant in view of the increasing interest in language learning across the lifespan and discussions around the distinctive qualities of language learning in older adults (Pfenninger, Festman and Singleton, 2023), as well as addressing calls to cater specifically for the needs of these students in language teaching and course design (Derenowski, 2021). The study reported here is the first to make a conceptual link between vicarious learning and language learning in later life and, at a practical level, argues that a learning design which explicitly includes opportunities for both live and vicarious participation in target language interactions may contribute to addressing older language learners’ needs
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When Older Adults Use Moodle To Learn Languages...
Get PDFThis thesis deals with the underexplored intersection of digital language learning and older adult learners. It is framed within a sociocultural perspective and considers the three dimensions of learning: cognitive, affective and social.
The central argument of this thesis is that older adult language learners can benefit from using Moodle as a social learning space that gives them the chance to engage in a community of practice. Moodle also provides pedagogical support, enabling learners to develop their knowledge and skills and use the target language to communicate with others. The overarching question is, what are the challenges and/or rewards for older adults using Moodle to learn languages?
Following an interpretive, socio-constructivist paradigm, semi-structured interviews were analysed using inductive methods, and stimulated recall interviews were analysed using deductive analysis methods. These data were supported with extracts from the Moodle platform.
The findings showed that digital language learning can be a liberating activity for older adults when part of a blended format. The online format offers compensatory benefits that enable positive outcomes for all learners. Using technologies such as Moodle is a new experience and learners sometimes feel anxious or unsure of their abilities. Through working with peers and/or family members, learners have proved they can overcome this fear and have come to enjoy participating in Moodle.
As populations in societies around the world age, there will be an increase in the number of older adults studying foreign languages. This thesis demonstrates how the construction of online social learning spaces for older adult language learners can help by giving them the chance to participate in a community of practice, possibilities for language development, and the freedom to exercise agency
Embracing students’ digital literacies in our teaching
Get PDFStudents of today are engaged in a range of activities outside of school which use new technologies, thus creating new literacies. Life as a teenager has been digitally updated – a new generation now exists that expects a constant stream of new media to stay alert and focused. They no longer need to remember facts; they are stored at their fingertips on the mobile devices that they all carry. Students have different expectations and bring with them experiences and identities that also require education to have a new and updated approach. This study provides an example of our challenge, as language educators, to find creative and effective ways to use our students’ investment in social networking to promote and facilitate language learning.<br/
Embracing students’ digital literacies in our teaching
Get PDFStudents of today are engaged in a range of activities outside of school which use new technologies, thus creating new literacies. Life as a teenager has been digitally updated – a new generation now exists that expects a constant stream of new media to stay alert and focused. They no longer need to remember facts; they are stored at their fingertips on the mobile devices that they all carry. Students have different expectations and bring with them experiences and identities that also require education to have a new and updated approach. This study provides an example of our challenge, as language educators, to find creative and effective ways to use our students’ investment in social networking to promote and facilitate language learning.<br/
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